Halfon calls attention to the critical issue of ghost children who have not returned to school since lockdowns ended, highlighting a Centre for Social Justice report that found over 100,000 children are missing from schools. He also discusses the ineffectiveness of the Government's education recovery programmes and emphasises the need for mental health support in schools.

Wilson raises concerns about the continual testing for covid causing stress and mental health issues among young children, questioning whether such extensive testing is still necessary as the virus situation evolves.

Carter agrees with Halfon's points and highlights a crisis in alternative provision due to high numbers of young people needing support because of poor mental health. He calls for more funding and guidance from the Government to ensure adequate provisions are available now.

Gullis agrees that there should be conversations about what parents can do to support teachers in preventing exclusions, suggesting a collaborative approach between schools and families is crucial for addressing issues of school exclusion.

The inaction of the Government in addressing lost learning among young people during the pandemic will have long-term consequences. The Government has repeatedly failed to prioritise children, teachers, and schools throughout the pandemic, from closing schools without proper consideration for remote learning to reopening them prematurely, leading to a spike in infections. The education recovery tsar’s resignation highlights the inadequacy of the catch-up programme, which fails to meet the scale of the challenge, as evidenced by its poor implementation and low uptake. Only 1 in 5 headteachers in the north-east use the programme, with many schools unable to enrol new students. Additionally, tuition providers have described it as shambolic. Before lockdown, children on free school meals were already lagging behind their peers; lockdown exacerbated this disparity, potentially reducing lifetime income by 4% for those who lost six months of schooling. The 'covid gap' in primary schools is approximately two months’ learning in year 2 pupils, with a widening disadvantage gap in attainment. A quarter fewer poor pupils achieved English and maths GCSEs during the pandemic compared to their richer classmates. Schools closed when many children had limited access to devices and internet for remote learning, worsening the attainment gap.

Paid tribute to teachers for their work during the pandemic. Highlighted an increase in mental health issues among children, especially secondary school pupils, citing 'The Good Childhood Report' and 'State of the Nation 2020'. Emphasised the need for a curriculum that better prepares young people for life after education and proposed expanding the school day to include more extracurricular activities. Also mentioned the importance of mental health support in schools and praised Hampshire's local authority for creating mental health support teams.

Ms Green emphasises the impact of the pandemic on children's education and wellbeing, particularly those facing challenges. She welcomes new investment but stresses the need for proper design and resource allocation to avoid previous mistakes. She highlights the importance of early years education and proposes increasing funding. Ms Green raises concerns about school funding not returning to 2010 levels until 2024 and questions the effectiveness of forced academisation in some areas. She supports extending the school day for recovery but criticises the current national tutoring programme's failure to meet targets. Ms Green also discusses the need for mental health support in schools, urging Ministers to consider Labour’s plan and engage with community programmes.

The Government have provided significant funding for education recovery, including £5 billion in various forms such as tutoring support, direct school grants, the recovery premium extension, and training. The holiday activity fund has been a success story, particularly in Stoke-on-Trent North where Carol Shanahan's Hubb Foundation delivered meals and activities during school holidays. Jonathan supports the 'Levelling Up' White Paper’s educational initiatives and advocates for more free schools to help catch-up efforts. He also calls for better brokerage deals with good multi-academy trusts and for extended school days. Finally, he suggests unlocking selective education by reintroducing grammar schools.

While the Government's catch-up funding has been welcome, Sarah emphasises that mental health issues are now a major concern for children across all age groups. She highlights specific challenges: separation anxiety in young reception classes, difficulties with social interaction among older primary school students, and significant mental health struggles among secondary school pupils due to prolonged isolation. Olney calls for broader mental health resources in schools and the community, including more school nurses trained in mental health, better access to CAMHS, and options for parents beyond schools to seek help.

Congratulates the Member for Harlow on securing the debate, recognises challenges in education sector due to COVID-19. Emphasises importance of face-to-face education, mental health resilience, and behaviour management in schools. Supports prioritising attendance and providing extra teaching support where needed. Announces consultation on creating a culture of good behaviour in schools. Highlights funding for wellbeing recovery programmes, senior mental health lead training, and NHS mental health services expansion. Discusses comprehensive recovery package including tutoring programmes and summer schools.

He thanked Members who spoke, particularly the right hon. Member for Newcastle upon Tyne East on children’s mental health and the hon. Member for Mitcham and Morden on the digital divide. He supported better preparation for work, a longer school day, and acknowledged his friend's support for grammar schools while highlighting the issue of underrepresentation among pupils on free school meals. The speaker also commended the hon. Members for Richmond Park and Strangford for their contributions to mental health and school closures respectively. He emphasised consensus across the House for more action from the Government regarding mental health, catch-up programmes, and a longer school day.

Discussed children’s mental health in their contribution to the debate.

Talked about mental health and the longer school day.

Addressed the digital divide, an issue that requires further work.

Suggested better preparation and equipping people for the world of work and supported a longer school day.

Spoke passionately about early years education, supporting a longer school day.

Talked about the extended school day and supported grammar schools.

Addressed mental health concerns.

Spoke movingly about school closures.